California Polytechnic State University, Rose-Hulman Institute of Technology, University of Alabama at Birmingham, and Worcester Polytechnic Institute have formed a consortium to develop an alternative learning environment centered around a workstation comprised of a personal computer interfaced to a video disk and laboratory instrumentation. The first phase in their collective effort has involved the development of four instructional modules in the fundamentals of electrical engineering. The results of the first phase efforts are presented. They demonstrate how four different universities can work together to agree on standards, and to prepare instructional material that can be shared. The second phase will continue the development of instructional modules. The consortium plans to share its expertise and experience through a series of regional workshops for which funding is being sought from private sources. A national association of universities involved in creating modules will be developed to serve as a focal point through which new modules will be subject to peer review and existing modules distributed. Issues involving organizational form, marketing, distribution and other concerns will be addressed during the project with the goal of making the association a self-sustaining organization.<>
{"title":"Use of technology for undergraduate engineering education","authors":"B. Black, J. Demetry, J. G. Harris, J. Jones","doi":"10.1109/FIE.1989.69428","DOIUrl":"https://doi.org/10.1109/FIE.1989.69428","url":null,"abstract":"California Polytechnic State University, Rose-Hulman Institute of Technology, University of Alabama at Birmingham, and Worcester Polytechnic Institute have formed a consortium to develop an alternative learning environment centered around a workstation comprised of a personal computer interfaced to a video disk and laboratory instrumentation. The first phase in their collective effort has involved the development of four instructional modules in the fundamentals of electrical engineering. The results of the first phase efforts are presented. They demonstrate how four different universities can work together to agree on standards, and to prepare instructional material that can be shared. The second phase will continue the development of instructional modules. The consortium plans to share its expertise and experience through a series of regional workshops for which funding is being sought from private sources. A national association of universities involved in creating modules will be developed to serve as a focal point through which new modules will be subject to peer review and existing modules distributed. Issues involving organizational form, marketing, distribution and other concerns will be addressed during the project with the goal of making the association a self-sustaining organization.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115627848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author presents experience with integrating SPICE/PSPICE in the 200-level circuits and electronics courses for electrical and electronics engineers. The introduction of SPICE starts at the basic circuit analysis course and it is continued through the first-level electronics course. There is no separate course on SPICE/PSPICE, it is built into the courses as a combination of self-study and lectures. It has been observed that, after four lectures of 50 min duration, all students could solve assignments independently without any difficulty. The class could progress in a normal manner with one assignment per week on electronic circuit simulation and analysis with SPICE.<>
{"title":"Integration of SPICE/PSPICE in basic circuits and electronics courses","authors":"M. Rashid","doi":"10.1109/FIE.1989.69391","DOIUrl":"https://doi.org/10.1109/FIE.1989.69391","url":null,"abstract":"The author presents experience with integrating SPICE/PSPICE in the 200-level circuits and electronics courses for electrical and electronics engineers. The introduction of SPICE starts at the basic circuit analysis course and it is continued through the first-level electronics course. There is no separate course on SPICE/PSPICE, it is built into the courses as a combination of self-study and lectures. It has been observed that, after four lectures of 50 min duration, all students could solve assignments independently without any difficulty. The class could progress in a normal manner with one assignment per week on electronic circuit simulation and analysis with SPICE.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132403007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The principle behind the Engineering Foundations Program (established in 1988) is that some minority applicants in the pool of apparently underprepared students (relative to the typical profile of Cornell engineering students) should be given an opportunity to learn at a slower pace and have an opportunity to take preparatory courses if necessary. At the same time, they should be assisted in developing social and cultural skills necessary to succeed in the professional world. The resulting program stretches the first two years of the normal engineering curriculum into three; special preparatory courses have also been organized to fit this schedule. Concurrently, special nonacademic activities are conducted to help develop in the students the noncognitive skills generally necessary for higher academic achievement. The authors describe the courses created for the students enrolled in this program, review the administrative support for the program, and summarize the first year's performance of the first group of students to be enrolled in it.<>
{"title":"The Engineering Foundations Program-a new program for minority students in engineering at Cornell","authors":"J. Jackson, R. Lance, A. Solomon","doi":"10.1109/FIE.1989.69364","DOIUrl":"https://doi.org/10.1109/FIE.1989.69364","url":null,"abstract":"The principle behind the Engineering Foundations Program (established in 1988) is that some minority applicants in the pool of apparently underprepared students (relative to the typical profile of Cornell engineering students) should be given an opportunity to learn at a slower pace and have an opportunity to take preparatory courses if necessary. At the same time, they should be assisted in developing social and cultural skills necessary to succeed in the professional world. The resulting program stretches the first two years of the normal engineering curriculum into three; special preparatory courses have also been organized to fit this schedule. Concurrently, special nonacademic activities are conducted to help develop in the students the noncognitive skills generally necessary for higher academic achievement. The authors describe the courses created for the students enrolled in this program, review the administrative support for the program, and summarize the first year's performance of the first group of students to be enrolled in it.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123968666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors describe a program at the US Military Academy called the invitational academic workshop (IAW) which attempts to make undergraduate engineering study attractive for high-school graduates. The IAW runs for a week in June and offers an opportunity for the student to sample a choice of three from a variety of disciplines. Institutional level purposes and costs are discussed. The authors focus on kit building in electronics workshops as a method of encouraging students to study in electrical engineering. The broad benefits of this program are noted.<>
{"title":"Attracting high school students to engineering programs through invitational workshops","authors":"S. Tupper, J. Oristian, Gage Martin","doi":"10.1109/FIE.1989.69365","DOIUrl":"https://doi.org/10.1109/FIE.1989.69365","url":null,"abstract":"The authors describe a program at the US Military Academy called the invitational academic workshop (IAW) which attempts to make undergraduate engineering study attractive for high-school graduates. The IAW runs for a week in June and offers an opportunity for the student to sample a choice of three from a variety of disciplines. Institutional level purposes and costs are discussed. The authors focus on kit building in electronics workshops as a method of encouraging students to study in electrical engineering. The broad benefits of this program are noted.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132143230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In urban comprehensive universities the majority of students are often nontraditional. Nontraditional students are typically older, often carry a part-time course load while being gainfully employed elsewhere and are generally nonresidential. At the University of Southern Maine (USM) the largest single group of nontraditional students in the Electrical Engineering program is comprised of technicians in local industries who would like to increase their chances for vertical mobility by obtaining an engineering degree. Another subset consists of degreed individuals who are taking individual courses to increase their skills. Interactions between traditional and nontraditional students in the USM Electrical Engineering program are discussed. The experience has been that educating engineering students in a setting where the student body is extremely heterogeneous is not only workable but can be a superior educational experience if the faculty and the administration are willing to be flexible.<>
{"title":"Traditional-nontraditional student interactions in a program with large numbers of nontraditional students","authors":"B. Hodgkin, D. Knudsen, J. W. Smith","doi":"10.1109/FIE.1989.69381","DOIUrl":"https://doi.org/10.1109/FIE.1989.69381","url":null,"abstract":"In urban comprehensive universities the majority of students are often nontraditional. Nontraditional students are typically older, often carry a part-time course load while being gainfully employed elsewhere and are generally nonresidential. At the University of Southern Maine (USM) the largest single group of nontraditional students in the Electrical Engineering program is comprised of technicians in local industries who would like to increase their chances for vertical mobility by obtaining an engineering degree. Another subset consists of degreed individuals who are taking individual courses to increase their skills. Interactions between traditional and nontraditional students in the USM Electrical Engineering program are discussed. The experience has been that educating engineering students in a setting where the student body is extremely heterogeneous is not only workable but can be a superior educational experience if the faculty and the administration are willing to be flexible.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130193112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is noted that technology has received severe criticism for being myopic, insensitive, without vision, and unaware of its social impacts. The author emphasizes that technologists and managers provide services to society and can no longer view their role and the associated thinking as simply solving challenging physical problems. It is argued that technologists and their managers should not consciously or unconsciously restrict their thinking capabilities to the solution of technical and physical problems. Society expects from the technologist satisfaction of its needs, which is a much larger task than solutions for the related physical problems. The author focuses on the next stage of the thinking and achieving process-establishing the 'true' nature and content of the situation confronting the technologist. Methodology for executing this stage of the process is limited. An initial schema is presented for operationalizing this cognitive function. The computer engine for facilitating questioning appeared to perform adequately, although there is room for improvement and enhancement.<>
{"title":"Why do engineers think?","authors":"P. Moschella","doi":"10.1109/FIE.1989.69432","DOIUrl":"https://doi.org/10.1109/FIE.1989.69432","url":null,"abstract":"It is noted that technology has received severe criticism for being myopic, insensitive, without vision, and unaware of its social impacts. The author emphasizes that technologists and managers provide services to society and can no longer view their role and the associated thinking as simply solving challenging physical problems. It is argued that technologists and their managers should not consciously or unconsciously restrict their thinking capabilities to the solution of technical and physical problems. Society expects from the technologist satisfaction of its needs, which is a much larger task than solutions for the related physical problems. The author focuses on the next stage of the thinking and achieving process-establishing the 'true' nature and content of the situation confronting the technologist. Methodology for executing this stage of the process is limited. An initial schema is presented for operationalizing this cognitive function. The computer engine for facilitating questioning appeared to perform adequately, although there is room for improvement and enhancement.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126726792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Cal Poly Pomona Academic Excellence Workshop Program was initiated in the fall of 1986 by the Minority Engineering Program to increase the academic performance of underrepresented minority students in Engineering and Computer Science. The program targets foundation courses in mathematics, chemistry, and physics, as well as engineering mechanics, for special supplementary sessions where 10 to 25 students regularly meet to work challenging problems in addition to class assignments. These supplemental workshops are structured opportunities for students to develop academically through cooperative learning and are modeled after the professional development program. The authors describe the educational impact on the students, the facilitators, and the faculty involved in the workshops. It is concluded that this project has resulted in stronger performance by the workshop participants in the associated course and in later courses as well, and that all people associated with the project have benefited: participants, undergraduate facilitators who are drawn closer to the academic and professional community, and the faculty who have had the opportunity to work with bright, enthusiastic students.<>
{"title":"The impact of cooperative learning in engineering at California State Polytechnic University, Pomona","authors":"M. Hudspeth, M. Shelton, H. Ruiz","doi":"10.1109/FIE.1989.69363","DOIUrl":"https://doi.org/10.1109/FIE.1989.69363","url":null,"abstract":"The Cal Poly Pomona Academic Excellence Workshop Program was initiated in the fall of 1986 by the Minority Engineering Program to increase the academic performance of underrepresented minority students in Engineering and Computer Science. The program targets foundation courses in mathematics, chemistry, and physics, as well as engineering mechanics, for special supplementary sessions where 10 to 25 students regularly meet to work challenging problems in addition to class assignments. These supplemental workshops are structured opportunities for students to develop academically through cooperative learning and are modeled after the professional development program. The authors describe the educational impact on the students, the facilitators, and the faculty involved in the workshops. It is concluded that this project has resulted in stronger performance by the workshop participants in the associated course and in later courses as well, and that all people associated with the project have benefited: participants, undergraduate facilitators who are drawn closer to the academic and professional community, and the faculty who have had the opportunity to work with bright, enthusiastic students.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121247110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A description is given of the Engineering Skills Assessment Program (ESAP), whose purpose is to provide guidance for engineers seeking to evaluate their skills in an electrical engineering field, as the logical starting point for professional development to advance one's career objectives. The IEEE conducted an experimental program over two years and is now in the early implementation phase. The components of ESAP (field-specific knowledge inventory, self-assessment test, and guidance information) and its implementation are discussed.<>
{"title":"The Engineering Skills Assessment Program (ESAP)-a member service provided by the IEEE","authors":"S. Kahne, R. Stampfl","doi":"10.1109/FIE.1989.69427","DOIUrl":"https://doi.org/10.1109/FIE.1989.69427","url":null,"abstract":"A description is given of the Engineering Skills Assessment Program (ESAP), whose purpose is to provide guidance for engineers seeking to evaluate their skills in an electrical engineering field, as the logical starting point for professional development to advance one's career objectives. The IEEE conducted an experimental program over two years and is now in the early implementation phase. The components of ESAP (field-specific knowledge inventory, self-assessment test, and guidance information) and its implementation are discussed.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126665594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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